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|a American Indian Boarding Schools: What Went Wrong? What Is Going Right?
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|a Boarding schools for Indigenous children in the United States and Canada have a deservedly bad reputation for mistreatment and abuse. However, faced with rapid loss of land and ways of life, some Indigenous families intentionally sent their children to school to learn English and to cope with new realities. Experiences in the schools varied. Some students endured traumatic experiences, while at times boarding schools served as a place of refuge from the harsh realities of life on Indian reservations and reserves. Assimilationist policies and practices attacked Indigenous languages, cultures, and identities in the boarding schools. Today Indigenous nations are reclaiming the education of their children, promoting strong Indigenous identities through culture-based education and language immersion.
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|a © 2018 Regents of the University of Minnesota
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|a Education
|x Formal education
|x Educational institutions
|x Schools
|x Boarding schools
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|a Behavioral sciences
|x Anthropology
|x Ethnology
|x Ethnic groups
|x American minorities
|x Native Americans
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|a Behavioral sciences
|x Anthropology
|x Applied anthropology
|x Cultural anthropology
|x Cultural studies
|x Native culture
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|a Education
|x Specialized education
|x American Indian education
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|a Behavioral sciences
|x Anthropology
|x Ethnology
|x Ethnic groups
|x Indigenous peoples
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|a Education
|x Formal education
|x Private education
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|a Education
|x Formal education
|x Educational institutions
|x Schools
|x Public schools
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|
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|a Behavioral sciences
|x Psychology
|x Social psychology
|x Group identity
|x Cultural identity
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|a Behavioral sciences
|x Anthropology
|x Ethnology
|x Ethnic groups
|x White people
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|a Education
|x Features
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|a research-article
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|i Enthalten in
|t Mechademia
|d University of Minnesota, 2011
|g 57(2018), 1, Seite 58-78
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|w (DE-600)2536186-7
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|g volume:57
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